QUEER FEMINIST APPROACHES - 2023/4

Module Overview

This module provides in depth queer feminist thinking from a range of disciplinary fields. As a module, it aims to engage students with thinking about queer theory and feminism from across the humanities and social sciences. In covering a wide range of queer and/or feminist thought the module aims to give an insight into what queer feminist approaches look like in terms of theoretical and empirical research and practice. By first considering queer theory in depth, it then extends to feminist theory whist demonstrating the various key connections between the two. The module takes a particular queer affirmative, anti-racist, and trans inclusive stance which centralises an encouraging and engaging student experience in the classroom.

Module provider

Sociology

Module Leader

HUBBARD Katherine (Sociology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

n/a

Module content

This module will continue to maintain an up to date perspective on the development/s in queer theory and/or feminist scholarship, paying particular attention to both classic publications in the field as well as materials from very recent cutting-edge queer and feminist studies. Because of the rapidly changing area of study exact content is likely to differ year to year and is at the discretion of the module leader as an expert in the field. This module’s approach is grounded in a research-led teaching from a module leader actively engaged in the field which benefits students greatly.

Indicative content for this module includes: queer and feminist thought across various time periods within multiple disciplines; and how they intersect with disability studies, critical race theory, animal studies, pedagogical approaches and feminist science studies. Key scholars and theorists referred to in the module as queer feminists are likely to include: bell hooks, Sara Ahmed, Judith Butler, Donna Haraway and Susan Stryker. However, some content may focus on query theory alone and others of feminist thought alone. Indicative key questions asked of the module include: Why queer? Why Feminist? Where do the two collide and intersect? What are the futures of queer feminist approaches?

Assessment pattern

Alternative Assessment

n/a

Assessment Strategy

The assessment strategy is designed to:

Give students the opportunity to demonstrate and hone key skills required at the latter stages of the programme. In the first assignment, students advancing their independent thinking and reflexivity in developing their own ‘toolkits’. These toolkits are inspired by the work of Sara Ahmed and are about the collation of critical ‘tools’ students have found essential and useful in their studies. These may include academic theory, key scholars, other books, alternative medias etc. Centrally, the assignment strategy is set out to give students the opportunity to synthesise and apply their learning with original and personal examples. Such ‘toolkits’ will aid students in the future and help them reflect on their learning. The second assignment deliberately sets up greater opportunity for group work, peer to peer learning and feedback and workshopping. Through developing presentations students are applying academic knowledge to new examples, case studies or areas of consideration. This strategy allows for students to reimagine their knowledge and skills and use them in presentations – a highly applicable communication style and relevant for future roles.

 

Thus, the summative assessment for this module consists of:

Toolkit (40%)

Presentation (60%)

 

Formative assessment

There is no formative assessment for this module. However, there are several weeks in which content relevant to the presentation is available and workshops will allow for formative feedback to be provided to help student’s identify particular areas for improvement on both an individual level and as a cohort. Further opportunities are available for students to receive verbal feedback on assignment plans and office hours of teaching staff are available weekly.

 

  Feedback

During each seminar and lecture there will be the opportunity for informal feedback and module leader engagement. There will be a dedicated Toolkit week to help students prepare for Assignment 1 and formal feedback from Assignment 1 will be provided in advance of the deadline for Assignment 2. The workshops dedicated to Assignment 2 are of particular importance for formative feedback. Students will also receive feedback from peers throughout discussions and these will feed directly into both assignment, providing space for greater peer-to-peer learning and ownership of learning.  

Module aims

• Enrich and deepen students¿ engagement and understanding of queer theory and feminist thought
• Further ignite key analytical skills which allow for in depth criticality and independent thinking
• Develop key knowledge around intersectional feminist thought
• Pay close attention to how queer theory and feminist work is, and can be, informed by each other as well as other areas of thinking (eg disability studies, critical race theory, queer theory, animal studies, science studies amongst others)
• Prioritise individual reflection and development of individual ¿toolkits¿
• Provide opportunity to demonstrate advanced presentation and communication skills across varied formats

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

• Utilise lecture and seminar-based activities to convey key information and knowledge but provide plenty of space for peer-to-peer learning and informal discussion


• Encourage discussion in a supportive classroom environment in which key areas of social division, marginalization and community are discussed thus providing space for reflection and reflexivity


• Demonstrate the various ways that queer and/or feminist approaches have been applicable to various areas of study


• Emphasise the value of interdisciplinarity to answer pertinent questions in the fields of queer and/or feminist studies


• Provide workshop space for students to design and establish analysis for the presentation, also allowing for in depth formative feedback

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: SOCM072

Other information

In line with Surrey’s Curriculum Framework, we are committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability and Resourcefulness and Resilience. This module contributes to the five pillars in the following ways:

Employability

As this module is positioned towards the end of the programme, the assessments take on a distinctly authentic (real-life) appearance in effort to increase student’s skills and awareness of relevant materials for future employment. The presentation in particular has direct skills pertinent to employability and has potential to provide interview preparation and experience. It also works well as examples for students to refer to as collaborative and independent projects. The emphasis in this module of peer-to-peer learning and advanced communication and presentation skills provide opportunities to take ownership of learning and work on independent projects. Students will therefore hone skills relevant to the Dissertation and potential other research based work in the future, as well as glean insight into skills relevant to all future employment.

Digital capabilities

As with all modules there is a level of digital skill and ability that is expected and demonstrated through engagement with the content and learning materials. All teaching materials and key content will be made available in multimedia forms through the Virtual Learning Environment Surreylearn. The Toolkits can include reference to multi medias – as various objects, medias and sources can be used as components of the toolkit alongside key texts. Students will therefore gain in depth experience of the evaluation and consideration of varied digital (and non-digital) sources. The presentation assessment will also require further digital capabilities, this may include use of Panopto, recording equipment, various presentation tools (eg Powerpoint, Prezi, Canva). Inclusion of social media, as a highly relevant digital interface is also likely to be available from across the module’s content.

Global and cultural capabilities

At its core, much like the module Trans/scending Gender which runs alongside this one, students will be gaining substantial global and cultural knowledges in this area. There will be wide recognition of the global aspects of queer theory and feminist thought – with particular reference to diasporic contributions, decolonial efforts, and wider intersections considered. This module is centrally concerned with cultures and sub-cultures, with special reference to queer and feminist groups, theories and scholarship. Students will therefore gain particular skills in navigating wide cultural understandings of sex, gender and sexuality from a queer feminist perspective.

Sustainability

Associated with sustainability, is the central issue running throughout this module of social and political inequalities. Students will complete this course with not only recognition of the importance in sustaining such approaches in order to gain future equity for marginalised groups, but also the background knowledge and skill to further generate such thinking in the future.

Resourcefulness and resilience

Both assessments are closely tied to this pillar for this module. The toolkit provides a space for students to demonstrate the extent of independent thinking and reflection skill they have gained from the programme thus far. This will be a highly self-reliant and reflexive and require creativity which can develop adaptability and self-awareness. The presentation assignment enables students to gain greater collaborative experience and thus relies on adaptability, but also individual confidence and leadership.

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2023/4 academic year.